Name of the Teacher Date Level of the class Length of lesson

Charlene Rupping 04/09/2024 A2 Pre-Intermediate 60 minutes

Lesson Type: Vocabulary

Lesson Topic: Nouns

Lesson Aims: Lesson Outcomes:

By the end of the lesson, students will be better able to… By the end of the lesson, students will have…

1. Identify and use ten new objects (nouns) found in a 1. Knowledge of ten new nouns to use in conversation with
classroom. other students, regarding the classroom setup. Using a
combination of other phrases and vocabulary learnt.
Target vocabulary: (Pencil, Desk, Rubber, Ruler, Blackboard, 2. Ways to use the new vocabulary in everyday
Shelf, Dictionary, Bookcase, Bin, Scissors) conversations.
3. Knowledge on identifying objects and what they are called.
4. Know how to identify an object with only a description of
what it is or how it is used.
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 5. Can point out which object is being used in the sentence by
looking around them in the classroom.
Anticipated difficulties: Suggested solutions:
Include one relating to L1/age/level of the students and one for
the 10 words (meaning, form, or pronunciation). 1. I will be using previous lessons in pronunciation to refresh
students’ memories on how these letters must be used
1. Students may struggle with the pronunciation of certain
could improve the lesson quality and help weaker students
words due to the spelling difficulties involved. Ex- the “Sc”
to be able to participate in the lesson.
in scissors or the “kc” in bookcase.

2. I will use activities such as flashcards with images depicting

2. Students between the ages of 11-12 might not have such a
the words or miming the action that represents the word
wide vocabulary in the target language in comparison to
will help students memorise the word through actions. I
their L1. This may cause them to struggle with the
will have the students showing me how they would use the
meanings of the target words.
target nouns. Ex- cutting a paper with scissors or writing on
a blackboard.
3. Some students might not be able to concentrate as much
due to the classes taking place after school. This may cause
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 distractions and disruption towards other students. 3. I will use a warmer or game that could hype up the
students and get them to feel less tired before starting the
initial lesson. I will make sure to see which students are
distracted and gain their focus by having them participate
in the lesson or activity, such as asking them questions,
asking them to show the card which has the right picture
to match the words.

Language analysis:

Language Meaning of the How you will present Concept Checking Grammatical form Pronunciation
Item item meaning Questions Use the IPA
translator if needed
Example: Example: Example: Example: Example: Example:
huge very big, enormous using a picture of a mouse What’s the opposite of huge? Strong adjective / hjuːdʒ/
and an elephant to show Name a huge mountain.
large size
1. Pencil Something that Show a picture of a 1. Do you use it to Noun /ˈpensl/

you use to write pencil and mime the write?

or draw with. writing you do with a 2. Does it look like a
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 pencil. stick?
2. Desk A table where you Show a picture of a 1. Can you use it to Noun /desk/

sit to study or do desk and use the write in your

a lesson. physical desk as an books?
example if there is 2. Can you put
one something on it?
3. Rubber Something you Show a picture of an 1. Do you use it to Noun /ˈrʌbə(r)/

use to erase a eraser and mime the erase a mistake?

mistake you made way you erase things. 2. What can you
while writing with erase with it?
a pencil.
4. Ruler An object you use Show a picture of a 1. Can you draw Noun /ˈruːlə(r)/

to draw a straight ruler and how you use lines with it?
line to measure it, mime the motion of 2. Can you measure
something with. drawing a line. something with it?
This is usually

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 plastic and flat.
5. Blackboard The flat black Show a picture of a 1. Can you write on Noun /ˈblækbɔːd/

thing the teacher black board and use it?

writes on at the the physical board in 2. Can you use it to
front of the class the class as an put pictures up?
or put pictures up example if there is
on. one to use.
6. Shelf Where you put Show a picture of a 1. Can you place Noun /ʃelf/

things to store shelf and mime how things on it?

them out of the you put objects on it. 2. Do you use it for
way. Use the physical shelf storage?
in the class as an
example if there is
one
7. Dictionary A book with all Show a picture of a 1. Can you find the Noun /ˈdɪkʃənri/

the words and dictionary and use meanings of

their meanings some of the target
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 inside. words as examples of words in it?
words in the 2. Is it a book?
dictionary.
8. Bookcase Almost like a Show a picture of a 1. Does it have Noun /ˈbʊkkeɪs/

shelf, but you put bookcase and how shelves?

books on it to you put books inside. 2. Do you put books
keep them safe Use the physical in it?
and out of the bookcase in the 3. Can it be big?
way. It is a case classroom to put
with more than books in if there is
one shelf to place one.
books in.
9. Bin The object we use Show a picture of a 1. Do you throw Noun /bɪn/

to throw away bin and the garbage trash or garbage

things we don’t you would throw into it?
want anymore. inside. Use the 2. Can you empty it

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 physical bin in the and use it again?
classroom to throw
something away if
there is one.
10. Scissors An object that you Show a picture of a 1. Can you cut paper Noun /bɪn/

use to cut paper scissor and mime how with it?

into shapes. it cuts paper. Use a 2. Is it sharp?
physical scissor as an
example of cutting
something.

Stage Name Stage Aim Time Interaction Teacher’s Students will…

Pattern procedure

Example: Example: Example: Example: Example: Example:

Warmer To get students 10 minutes T-S T provides a set of Ss take it in turns to
thinking in cards with words from pick a card and then

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 English, raise the previous lesson. T draw or describe the
energy levels, S-Ss divides Ss into groups. word to the rest of
and to activate Ss-S T instructs Ss to pick a their group. The
prior card one at a time and other Ss need to
knowledge. describe their word for guess what the word
the group to guess. is.
Warmer Energize the 10 minutes T-S T provides the group S will act out the
students after a with the topic (What scenario while Ss take
long day at did you do at school turns guessing what S
school and give S-Ss today?) and asks S to is acting out. Warmer
them a sense of Ss-S act it out whilst Ss ends after 3 or 4 S got
the new guesses what S is the opportunity to
vocabulary that doing. act out the scenario.
will be
introduced.
Presentation To get students 10 minutes t-Ss T will use pictures of Ss will listen to T
meaning to know the saying each word
each vocabulary item
meaning of while looking at the
each word in on the board with the corresponding
order to use it picture. Ss will then
word written next to it.
correctly in a listen to the different
T will then go through concept checking
sentence or as
questions used to
an example in one word at a time,
describe each word.
activities. teaching the meanings Ss will repeat the
word after T in the
through using concept
correct way to get
checking questions. used to saying it and

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 T will then test the the description.
understanding of Ss by
asking them to repeat
the word that you are
describing and what
you can use it for.
Presentation To get students 5 minutes T-Ss T presents the word Ss will look at the
form to understand pictures T has put on
with the pictures and
the meaning of the board as well as
the new the word written on the word written next
vocabulary and to it. The word
the board. Then
how the items matches the picture.
are used or explaining the meaning Ss will learn the word
what its as T says it. T will
of the word. They will
functions are. then say the word to
learn the word as well teach the proper
pronunciation and Ss
as the syllables. T asks
will repeat the word
Ss to repeat the words out loud. The
syllables of the word
after them. T will clap
will be taught via
on each syllable. T will clapping. T claps first
and the Ss joins in on
include pictures of
the repeat of the
each word as they action.

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 pronounce it.

Presentation Have students 5 minutes T-Ss T will use the target Ss will say the target
pronunciatio pronounce the language written on words along with T as
word as you are the board to identify well as the syllables.
n Ss-T
saying it to the pronunciation by
teach them how pointing at it and
to say each loudly pronouncing it.
syllable. The same will happen
with the syllables.
Controlled Worksheets 10 minutes S-Ss T will compose a S will use a
practice given to each worksheet with worksheet to do
student with activities to teach the activities including
activities to target language. This writing the target
teach each will include pictures of language next to the
word and the target words with correct image shown
definition. spaces to write the as well as an
word used to match association activity
the image and an where they draw a
association activity line to match the
where S draws a line to word in column A
connect the correct with the correct
word in column A with picture in column B.
the picture in column
B.
In these activities there
can be only one answer
for each question.
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Production Back-to-back 15 minutes T divides S into pairs of Ss take turns to
activity. S-Ss 2 and gives each a list describe a word to
To get students of 5 words. Students sit another student.
used to back-to-back Student A describes
describing the T instructs student A to one of the words that
noun and using describe one item on they have on their list
it in a sentence. the list to student B. to Student B. Student
This is a good Student B then has to B then guesses the
way to get guess which item item being described.
students student A is describing. When Student B has
engaging with The word can be guessed the correct
each other. described by how it item, their roles
looks or how it is used. change and Student B
then describes a
word on their list.
This carries on until
all the words have
been described and
guessed correctly. S
can describe the
word with each use
or what it looks like.
Once one pair is done
another will take
their place with their
own list. This activity
can also be done in
private as a class

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 activity if students
are shy or to save
time and give every
student a chance to
test their knowledge.
Cooler To get students 5 minutes T-Ss T will use the odd one Ss will be presented
to calm down S-Ss out activity to review with 3 words written
after a long Ss knowledge of the on the board. 2 of the
Ss-S
lesson and also target language they words are relevant to
review the had just learned. the language they
learnt language T will write out 3 words have learned in this
and prepare on the board 2 of them lesson and 1 will not
them for the being from the 10 new match. Ss must guess
next. words and one random which one is the odd
word. Ss must then one out by raising
guess which is the their hands. This will
word that does not fit. review the learnt
This can also work with language while also
different categories introducing them to
such as animals. new words or
different categories
that certain words
fall under.
Lesson Rationale (700-1000 words):
Cover all the below points:
1. why you have structured the lesson in the way that you have
2. what each activity will contribute towards the learning aims and how this will be achieved

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3. other activities that you considered including and why you chose not to use them
4. what you would do if any of your activities didn’t work in the way you have planned
1. I have structured my lesson in this way as a manner to efficiently convey the meaning, pronunciation and form of
the target language. This also includes a warmer to better prepare students for the lesson and refresh them on
previously learned language while also using the warmer to give students and idea of what the lesson will be about.
At the end of the lesson there will be a cooler to settle the students into the end as well as cement the new
language into their minds. The lesson aims of this lesson plan will contribute to the knowledge of students by
teaching them 10 new words that fall under one category (objects in the classroom). Students will learn new ways
of using words in conversation, using a combination of other phrases to describe and understand the meaning of
the new language. The aim is to be able to identify these objects when looking at them, thus there will be pictures
added with the words to show them the object that matches the words.

2. Warmer- The aim of the warmer is to energise the students after a long day at school. The students will have the
opportunity to get each other to partake in the activity via the miming game. The game is used to introduce the
topic of the new language, being objects in the classroom. Students will take turns to mime what they had done in
school that day, while the others take turns guessing what they are miming.
Presentation Meaning- The aim of the presentation of meaning is to teach students the meaning of each word in
the target language and how to use it correctly in a sentence practicing the ways to use it in the correct context.
These aims are achieved by using pictures that depict the word being taught, the word will be written next to the
pictures pasted on the board. The language will be taught one word at a time including the meaning and use of
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each object. The word will be remembered by students repeating it after the teacher.
Presentation Form- The aim of presenting form is to have students understand the use and meaning of each word
and object, achieved through breaking them down into their syllables and including the pictures of each word. The
students repeat the syllables after the teacher by clapping on each individual word’s syllable and repeating the way
the teacher says the word. The meanings and uses of the objects are also taught through examples of usage.
Presentation Pronunciation- The aim of pronunciation during presentation is to ensure students know how to
properly say the target words so they can effectively use it in conversation with other learned language. This is
achieved by saying the words that are written on the board as it is meant to be pronounced and having students
repeat after me. I will also write the word out in syllables and clap on each while saying them. This shows the exact
way each word will be correctly spoken. Students will repeat the clapping of syllables after me.
Controlled Practice- The aim of controlled practice is to test the knowledge the students have learnt on the target
language. This will be achieved by giving students worksheets with all the pictures of the target language, blank
spaces next to each. The goal is for students to correctly write in the corresponding word. The next activity is 2
columns, one with words, one with pictures. The students will drag a line between the word in one column to
match the picture in the second column. In this activity there can only be one answer, thus checking the
understanding students have of the language learned.
Production- My aim for this stage in the lesson is to test students’ ability to work in pairs as well as their ability to
use the target language in conversational or sentence contexts. This will be achieved through working together to
deduce the right word by describing what you use it for or what it looks like. One student will describe the word

Lesson plan 150823

 while the other guesses the target word. They will make turns asking each other until the words given to them are
all correctly guessed. Then another pair will come to the front sand do the same. This activity can also be done
quietly as a class activity in case students are shy or so that everyone can have a chance to test their knowledge
and save time.
Cooler- The aim of a cooler is to test the effectiveness of the lesson and seeing if the students have learned all they
need to know. I will achieve this by using an activity that combines the new language learned as well as other
wo5rds that may fall into some category. This will open up discovery of new or learnt words. The activity will be
odd one out, where a list of 3 words is written on the board. 2 of these words are relevant to the new language and
1 is not. Students must then raise their hands and guess which word is the odd one out and doesn't fit with the
other two.

3. Activities that I would have used were the liar game as a warmer, but decided against it due to the difficulty that
students wouldn't completely understand the objective and it wouldn't effectively bring up the topic of the new
language they will learn. The dice activity was also an option I considered, but using the activity where they tell a
story about their day was more personal and exciting.
4. I would have a backup activity ready in case one didn't work, or to subtly explain the activity in an easier manner to
see if that was the problem. In case my PPP activities would not work, I could always use the board to explain the
target language better. In the instance that there isn't the stationary needed, the activity could be done in a group
setting where one person writes and the students take turns to read the questions or answers.

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I

Bibliography (if needed):

IPA translator - https://www.oxfordlearnersdictionaries.com/
All images taken from www.pinterest.com

Materials (include all physical copies of the materials you plan to use in your lesson, referenced):

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